EFC 315 – Educational Assessment
(Lecture/Discussion)
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Text. Classroom Assessment (6th ed.). W. James Popham
Course Description. Consistent with State standards and Center for Teaching and Learning
goals and objectives, this course will include the principle techniques for the measurement of
educational achievement. Students will work on individual projects and discuss the course
materials in lecture and seminar format.
Required Course Material. LiveText Software. Admission to and continuation in the Teacher
Preparation Program requires teacher candidates to purchase LiveText. Candidates must present
proof of purchase to the Certification Office, Black 228. Candidates who fail to post a required
artifact to their LiveText account will not receive credit for the assignment, which may result in a
low or failing grade for the course.
Objectives. Upon completion of the course, students should be able to:
1. Explain the assessment-related aspects of the Elementary and Secondary Education
Act of 2001.
2. Explain the essential aspects of the Washington State Basic Education Act.
3. Calculate basic statistics including measures of central tendency, variation, and
correlation.
4. Apply the basic statistics in (3) to assessment.
5. Apply the concepts of reliability, validity, and bias in the analysis of assessment
instruments..
6. Utilize appropriate techniques for the development of effective
a. selected-response tests.
b. constructed-response tests.
c. performance assessment instruments.
d. portfolio assessment instruments.
e. affective assessment instruments.
7. Analyze standardized tests using the appropriate techniques and terminology.
8. Explain how to use assessment to plan and improve instruction.
Washington State Law Requirements Addressed. (WAC 181-78A-270)
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1.a.iii. Using standards-based assessment that is systematically analyzed using multiple
formative, summative, and self-assessment strategies to monitor and improve instruction.
1.a.vii. Planning and/or adapting curricula that are standards driven so students develop
understanding and problem-solving expertise in the content area(s) using reading, written and
oral communication, and technology.
1.b. Professional Development. Developing reflective, collaborative, professional growthcentered practices through regularly evaluating the effects of his/her teaching through feedback
and reflection.
1.c.i. Participating collaboratively and professionally in school activities and using appropriate
and respectful verbal and written communication.
1.c.ii. Demonstrating knowledge of professional, legal, and ethical responsibilities and policies.
Center for Teaching and Learning Standards Addressed.
1.2. Candidate demonstrate a thorough understanding of pedagogical content knowledge.
1.3. Candidates demonstrate a thorough understanding of professional and pedagogical
knowledge and skills.
1.4. Candidates reflect dispositions expected of professional educators.
1.9. Candidates have opportunities to learn from a diverse representation of faculty.
1.10. Candidates have opportunities to learn with a diverse representation of candidates.
Professional Education Program Goals Addressed. (Specific course outcomes in italics.)
2.a. Assessment
i. Be able to apply multiple diagnostic, formative, summative, and self assessment
strategies to assess student learning.
Outcomes
1. The teacher candidate will be able to develop an integrated assessment strategy that
facilitates a high performance learning environment.
2. The teacher candidate will be able to integrate literacy, and mathematical, scientific, and
aesthetic reasoning goals into an assessment strategy as appropriate.
3. The teacher candidate will be able to teach and assess academic language.
4. The teacher candidate will be able to choose and justify why their choice of diagnostic,
formative, summative or self-assessment is most appropriate.
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5. The teacher candidate will be able to develop a variety of types of assessment including:
binary choice, multiple choice, matching, short answer, essay, performance, and
portfolio. These types should demonstrate the application of appropriate rules for each.
6. The teacher candidate will be able to choose appropriate types of assessment, and justify
ethically and pedagogically those choices.
7. The teacher candidate will be able to develop effective rubrics for gathering data and
performance assessments, and will be able to use a rubric tool such as Rubistar.
8. The teacher candidate will be able to apply appropriate techniques for observation and
oral assessment.
9. The teacher candidate will be able to develop affective domain assessment items and
understand that affective assessment should be used at the group level, not to make
decisions about individuals.
10. The teacher candidate will demonstrate an awareness of culturally unique responses to
different assessment formats.
ii. Use assessment results to determine effectiveness of instruction.
Outcomes
1. The teacher candidate will be able to explain the planning/teaching/assessment cycle.
2. The teacher candidate will be able to develop pre-post assessments, norm referenced
assessments, and criterion referenced assessments.
3. The teacher candidate will be able to use pre-post assessments, norm referenced
assessments, and criterion referenced assessments.
4. The teacher candidate will be able to aggregate assessment results to determine basic
trends in student learning.
5. The teacher candidate will be able to offer alternative assessment strategies.
6. The teacher candidate will be able to evaluate assessment instruments for reliability,
validity, and bias, and will be able to distinguish disparate impact from bias.
iii. Modify teaching practices based on assessment results.
Outcomes
1. The teacher candidate will be able to reflect on assessment results.
2. The teacher candidate will be able to identify the strengths and weaknesses in their
teaching practices.
3. The teacher candidate will be able to chose alternative instructional strategies as guided
by assessment results.
iv. Provide useful feedback to students, parents, and professionals.
Outcomes
1. The teacher candidate will encourage and provide opportunities for the development of
student voice.
2. P-12 students should recognize learning targets, objectively assess where they are in
relation to the learning target, know the resources available to get to the learning target,
and apply strategies to get to the learning target.
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3. The teacher candidate will be able to explain assessment results in language students and
parents understand.
4. The teacher candidate will be able to explain the concept of accountability, including the
teacher’s role, to students, parents, colleagues, and administrators.
1. Change a work product or behavior in response to feedback.
Outcomes
1. P-12 students should understand feedback from the teacher candidate, know the resources
available to get to the learning target, and modify a work product or behavior accordingly.
v. Be able to align instruction and assessment with standards.
Outcomes
1. The teacher candidate will be able to design instruction to meet the standards.
2. The teacher candidate will be able to design and create assessments relative to
learning objectives.
3. The teacher candidate will be able to use assessment data to develop a variety of
grading systems.
4. The teacher candidate will be able to calculate and use the following basic methods
of describing data: mean, standard deviation, standard score, percentile score and
grade equivalent score.
5. The teacher candidate will understand and use the basic concept of the normal curve.
Grades. Classroom discussion and debate is a key feature of this class. Therefore, students will
be expected to attend all class sessions and participate fully in discussions. Final grades will be
determined based upon the following percentages.
Attendance and Participation 10%
Assignments
20%
Quizes
20%
Final Exam
20%
Project
30%
Project. Students will construct a unit assessment plan by the end of the quarter. This may take
a number of different forms, ranging from several discrete assessment plans to a single
assessment of one unit. It will be probably be easier to do a single unit plan.
The plan(s) should incorporate at least the following assessment tools discussed in the
text: binary-choice, multiple-choice, multiple-binary choice, matching, short answer, essay,
performance, portfolio, and affective assessment. Each plan should have the following. Include
a table of contents and clearly labeled sections. Clearly identify the subject and grade level.
1. A narrative which describes
a. how you determined your standards
b. a discussion of the reliability, validity, and bias of your assessment(s)
c. a plan for using assessment results to improve your instruction.
d. a plan for improving the assessment items.
This narrative should be brief and concise—do not exceed four double-spaced pages.
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2.
3.
4.
5.
6.
7.
Use 12-pitch Times New Roman font for the narrative.
Top-level content standards (i.e., objectives)
Specific entry level knowledge expectations
Assessment items with answer key, rubric, etc.
Mapping of assessment items to content standards
Specific exit level performance standards (i.e., mastery level(s))
Attach as appendices content standards from other sources.
Approximate Schedule for Project-Related Tasks.
Week 2
Begin determining entrance knowledge and top level standards
Week 3
Complete top level content standards
Week 4
Complete Selected-Response portions of plan.
Week 5
Complete Short-Answer and Essay.
Week 6
Complete Performance Assessment and Portfolio Assessment.
Week 7
Complete Affective Assessment.
Week 11
Turn in completed assessment plan.
Project Reports should be written in a professional fashion. This means standard written
English with no grammatical, stylistic, spelling, or other mechanical errors. The grade will
reflect content, organization, grammar, style, and mechanics. Proofread and re-write until it
meets these standards.
Either Publication Manual of the American Psychological Association or A Manual for Writers
of Term Papers, Theses, and Dissertations (Turabian) should be used as a style guide. Papers
should be stapled in the upper left hand corner and should not be put it in a folder or binder of
any type.
Access. Students who have special needs or disabilities that may affect their ability to access
information or material presented in this course are encouraged to contact me or the ADA
Compliance Officer at (509) 663-2171 for additional disability-related educational
accommodations.
Schedule. This schedule is approximate and is designed to be flexible. However, the student
will be expected to have read each chapter by the date indicated.
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11 (Finals)
Preface, Chapter 1
Chapter 2
Chapters 3 & 4
Chapters 5 & 6
Chapters 7 & 8
Chapters 9 & 10
Chapters 11 & 12
Chapters 13 & 14
Chapter 15
Chapter 16
Final Exam
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(revised 6/6/12)
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